ELA7+Characterization

toc Characterization Students will start the year off with reflections on characters from literature and historical time periods. They will have a variety of Middle Ages novels from which to choose. While the historical time period is secondary to the focus on characterization, historical accuracies and creative license are considered. Students discuss how elements of a story interact, practice citing textual evidence, and formalize a process for determining word meanings. This unit ends with a well-developed "Character with Character" story set in the Middle Ages.

=Common Core Standards= Students will:
 * R.1** Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
 * R.2** Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text
 * R.3** Analyze how particular elements of a story or drama interact (i.e. how character traits lead to theme)
 * R.4** Determine the meaning of words and phrases as they are used in a text
 * R.6a.** Analyze stories by authors who represent diverse world cultures
 * R.9** Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history
 * R.11** Recognize, interpret, and make connections in monologues, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations
 * a.** Self-select text based on personal preferences
 * b.** Use established criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces
 * RI.2** Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
 * RI. 4** Determine the meaning of words and phrases as they are used in a text
 * RI.5** Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas
 * RI. 6** Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others
 * W. 1** Write arguments to support claims with clear reasons and relevant evidence.
 * a.** Introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
 * b.** Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
 * c.** Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence.
 * d.** Establish and maintain a formal style.
 * e.** Provide a concluding statement or section that follows from and supports the argument presented.
 * W.3** Write narratives to develop real or imagined experiences or real events using effective technique, relevant descriptive details, and well-structured event sequences.
 * a.** Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
 * b**. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
 * c.** Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
 * d.** Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
 * e**. Provide a conclusion that follows from and reflects on the narrated experiences or events.
 * W.4a.** Produce text that explores a variety of cultures and perspectives
 * W.5** With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
 * W.9** Draw evidence from literary or informational texts to support analysis, reflection, and research
 * W.10** Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences
 * W.11** Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections
 * SL.1** Engage effectively in a range of collaborative discussions with diverse partners, building on others' ideas and expressing their own clearly.
 * a.** Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 * b.** Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
 * c.** Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
 * d.** Acknowledge new information expressed by others and, when warranted, modify their own views.
 * e.** Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
 * SL. 2** Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.
 * SL.5** Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
 * SL.6** Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
 * L.1** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
 * a.** Explain the function of phrases and clauses in general and their function in specific sentences.
 * b**. Choose among simple, compound, complex, etc. to signal differing relationships among ideas.
 * c.** Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
 * L.2** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * a.** Use a comma to separate coordinate adjectives
 * b**. Spell correctly.
 * L.3** Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * a.** Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
 * L.4** Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
 * a.** Use context clues.
 * b.** Use common, grade-appropriate Greek or Latin roots.
 * c.** Consult general and specialized reference materials.
 * d.** Verify the preliminary determination.
 * L.6** Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

=Suggested Student Objectives= //**SWBAT:**//
 * Describe the relationship between characterization techniques and the development of theme in a story.
 * Cite textual evidence, especially as it relates to characterization.
 * Explain the historical context of a document.
 * Compare and contrast characters and settings from different works.
 * Write "Character with Character" narratives that use effective technique, relevant descriptive details, and well-structured event sequences.
 * Perform a monologue for classmates.
 * Understand and use academic vocabulary in writing. (Characterization, Monologue, Protagonist, Dialogue, Plot, Setting (historical)

= Terminology/ Academic Vocabulary =


 * ** Academic Vocabulary ** |||| ** Text Based Vocabulary ** || ** ELA Vocabulary ** ||
 * evidence || medieval || serf || characterization ||
 * credible || aristocratic || scurvy || dialogue ||
 * argument || chivalry || cottage || monologue ||
 * relevant || banquet || thatched || plot ||
 * cite || feudalism ||  || protagonist ||
 * summary || peasant ||  || antagonist ||
 * caption || noble ||  || setting ||
 * visual || knight ||  ||   ||
 * annotate || plague ||  ||   ||
 * || court ||  ||   ||

=Required Texts=
 * selections from __Favorite Medieval Tales__ by Mary Pope Osbourne
 * selections from __The Medieval World__ by Philip Steele
 * selections from either __How Would You Survive the Middle Ages__ by MacDonald, Salariya, and Peppe (AG/G) or __The Horrible, Miserable Middle Ages: The Disgusting Details About Life During Medieval Times__ by Kathy Allen (BG)
 * selections from __Manners and Customs in the Middle Ages__ by Marsha Groves
 * "If Dress Code Doesn't Suit Teens, School District Will" by Elizabeth White (Texts and Lessons)
 * one required medieval text: __Door in the Wall__, __Crispin, The Cross of Lead__, or __Catherine, Called Birdie__

=Suggested Additional Readings=
 * __The Seeing Stone__ (Arthur Trilogy, Book One) by Kevin Crossley-Holland (G)
 * __Castle Diary: The Journal of Tobias Burgess__ by Richard Platt and Chris Riddell (BG)
 * __Old English Riddles: From the Exeter Book__ by Michael Alexander
 * "How Do We Taste?" (Toolkit Texts)
 * "What is Child Labor?" (Toolkit Texts)
 * monologue from __Good Masters! Sweet Ladies! Voices from a Medieval Village__ by Laura Amy Schlitz
 * __Sundiata: Lion King of Mali__ by David Wisniewski
 * __Cathedral: The Story of Its Construction__ by David Maccaulay
 * Giotto, //Madonna di Ognissanti//, 1306-1310 Western European Medieval Art
 * Simone Martini and Lippo Memmi, //Annunciation//, 1330 Western European Medieval Art
 * Gregorian chants and madrigals

=Resource Links= Comic Creator For use with //Cathedral// activity

[|Vocabulary Map] For use with any new vocabulary word

[|Web Gallery of Art] For use with Art/Classroom Discussion activity; use the search to display both paintings

Characterization Worksheets For use with "Character with Character" assessment

[|Middle Ages for Kids] For additional informational articles

[|PBS Challenge: Building Big] For enrichment activities

[|In Search of Prince Charming] From Rally Book 3; Do you feel King Ludwig's actions are reasonable or irresponsible?



Brain Pop

The Black Death Feudalism You may also visit our Social Studies Wiki, Grade 6: Medieval Europe for additional online resources.

=Activities= Jigsaw Activity: Your group will be assigned article(s) that outline a part of everyday life in the Middle Ages (__How Would You Survive the Middle Ages__ by MacDonald, Salariya, and Peppe OR __The Horrible, Miserable Middle Ages: The Disgusting Details About Life During Medieval Times__ by Kathy Allen). Read the article and highlight the important information. Decide the best way to present the information to the class. As your classmates present their information, take notes on only the important details. A formal assessment in the form of a multiple-choice test on everyday life in the Middle Ages will determine how much you learned in this activity. Later in this unit, you will need to incorporate these facts into a short story set in Medieval Times.
 * //Informational Text Responses//**

//**Informational Text Responses**// Take notes on the book //Cathedral: The Story of Its Construction// by David Macaulay while your teacher reads it to you. Illustrations from the book will be displayed to you as you are listening and taking notes. Use your notes to outline major steps involved in constructing a cathedral by creating a comic strip of key events. Be mindful of important details. Make a list of new vocabulary words that you learned from this book and that you encounter in other texts.

//**Graphic Organizer**// As you read about life during the Middle Ages, take notes in your journal about how the characters are affected by the time period in which they lived. Be sure to make notes of page numbers with relevant information or mark your text with a sticky note so you can cite the text during class discussion. Focus on the following questions:


 * Where was the person's place in the feudal system?
 * What was his or her economic status?
 * Where did the character live, and why?
 * What did the character's parents do, and what does this mean for the character?
 * What was that character's context? What was happening in the world?
 * What was a typical day like for this person?

Before reading, compose a quickwrite that answers the question: "Are people born brave, or is courage developed by facing fears?" While reading selections from //Favorite Medieval Tales// by Mary Pope Osborne, think about where characters get courage for their dangerous missions. First, write a response to this question in your journal: "Are characters born brave, or is courage developed by facing fears?" Then, compose a well-developed paper that includes an engaging opening statement, at least three clear reasons for your answer, and relevant evidence cited from the text read. Edit your writing for phrases and clauses, as well as commas.
 * //Writing (Argument)//**

View Giotto's //Madonna// and Martini's //Annunciation.// Write a descriptive response to the following questions:
 * //Art/Class Discussion//**
 * How are colors, lines, and textures used to create a sense of majesty?
 * Who is the central figure in both works, and how do you know?
 * What does examining these two panel paintings teach us about the medieval style of art? Consider the flatness of the bodies, the exquisite drapery, and the use of color.
 * What affects you the most?
 * Which of these pieces do you think is more beautiful?

//**Dramatization/Fluency**// With your group, choose a monologue or dialogue from //Good Masters! Sweet Ladies! Voices from a Medieval Village// by Laura Amy Schlitz that has a strong character. Decide the most effective way of presenting the monologue to the class. Direct one group member to memorize and/or recite the monologue, or work with a classmate to present the dialogue as a dramatic reading.

//**Word Study**// Where do words come from? How does knowing their origin help us not only to spell words, but also understand their meaning? This is why we study etymology. Create a personal dictionary of terms found, learned, and used throughout this unit. This dictionary will be used all year long to explore the semantics (meanings) of words and their origins, especially those with Greek and Latin roots.

"In Search of Prince Charming" respond: Is Prince Ludwig reasonable or irresponsible?
 * //Quick Write//**

//**Grammar and Usage**// Your teacher will teach mini-lessons on the individual language standards. For example, he/she will explain the function of dialogue and the proper use of quotation marks in dialogue.

//**Word Wall**// As a class, create a bulletin board where, throughout the year, you will add to a checklist of academic and text-based vocabulary as they are enountered.

=Quarterly Assessment (Part I)= Write your own well-developed "Character with Character" story that takes place during the Middle Ages. Incorporate elements and techniques learned in this unit. Your characterization techniques should help develop the theme of the story. You will use the writing process during the course of your story, paying particular attention to punctuating dialogue. Feel free to add visual aids or illustrations to your story once it is complete. =Quarterly Assessment (Part II)= Multiple Choice Passages "Bug Bites", "Becoming a Knight", and "Simon, the Knight's Son" from __Good Masters! Sweet Ladies!__

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